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Teaching and Teacher Education: An International Journal of Research and Studies

November 2009 Volume 25, Number 8

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Table of Contents

Number of articles: 20

  1. Learning for professional life: Student teachers' and graduated teachers' views of learning, responsibility and collaboration

    Madeleine Abrandt Dahlgren & Eva Hammar Chiriac

    The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning,... More

    pp. 991-999

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  2. Tackling bullying: Victimized by peers as a pupil, an effective intervener as a teacher?

    Teemu H.J. Kokko & Maili Pörhölä

    The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to... More

    pp. 1000-1008

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  3. Conceptions and knowledge about childhood in initial teacher training: Changes in recent decades and their impact on teacher professionality, and on schooling in childhood

    Fátima Pereira

    This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and... More

    pp. 1009-1017

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  4. No Child Left Behind and the assault on teachers' professional practices and identities

    Brian D. Barrett

    This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a “performance” model of official pedagogic discourse. The... More

    pp. 1018-1025

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  5. Understanding our learners and developing reflective practice: Conducting action research with English language learners

    Patience A. Sowa

    This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop... More

    pp. 1026-1032

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  6. Problem-based learning in the fifth, sixth, and seventh grades: Assessment of students' perceptions

    Samy A. Azer

    This study examined the effects of students' characteristics (gender, age, and first-language spoken at home) on their perceptions about problem-based learning (PBL). The study revealed that... More

    pp. 1033-1042

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  7. The role of service-learning in transforming teacher candidates' teaching of reading

    Kathleen B. Wasserman

    Most reading methods courses taught in the United States do little to change student teachers' actual classroom instruction because new pedagogies are not practiced in a structured, supportive,... More

    pp. 1043-1050

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  8. Developing Adaptive Teaching Competency through coaching

    Franziska Vogt & Marion Rogalla

    The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science... More

    pp. 1051-1060

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  9. Dealing with school violence: The effect of school violence prevention training on teachers' perceived self-efficacy in dealing with violent events

    Revital Sela-Shayovitz

    This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' ... More

    pp. 1061-1066

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  10. Do they really need to raise their hands? Challenging a traditional social norm in a second grade mathematics classroom

    Juli K. Dixon, Lisa A. Egendoerfer & Taylar Clements

    In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking.... More

    pp. 1067-1076

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  11. Traveling stories: Converging milieus and educative conundrums

    Margaret R. Olson & Cheryl J. Craig

    Schwab (Schwab, J. J. (1970). The practical: A language for curriculum. Washington, DC: National Education Association, Center for the Study of Instruction) named the teacher, learner, subject... More

    pp. 1077-1085

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  12. Co-analysis of work in the triadic supervision of preservice teachers based on neo-Vygotskian activity theory: Case study from a French university institute of teacher training

    Solange Cartaut & Stefano Bertone

    The goal of this study was to evaluate the effects of the joint training activities of a cooperating teacher and a university supervisor during an advisory visit on (a) the professional development... More

    pp. 1086-1094

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  13. ESL student teachers' perceptions of a short-term overseas immersion programme

    Jackie F.K. Lee

    In recent years there has been an increasing demand for teachers to develop the international knowledge and skills necessary to help promote their students' global perspectives. The Hong Kong... More

    pp. 1095-1104

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  14. Pedagogical beliefs, activity choice and structure, and adult–child interaction in nursery classrooms

    Josepha A. Blay & Judith Ireson

    A qualitative analysis of four cooking activities undertaken in two nursery classes reveals relationships between the adults' pedagogical beliefs, the choice and structuring of activities, and the ... More

    pp. 1105-1116

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  15. Preservice and inservice teachers’ perceptions of appropriateness of teacher self-disclosure

    Shaoan Zhang, Qingmin Shi, Stephen Tonelson & Jack Robinson

    This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in... More

    pp. 1117-1124

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  16. Reflection as situated practice: A memory-work study of lived experience in teacher education

    Alan Ovens & Richard Tinning

    The aim of this paper is to understand whether student teachers enact reflection differently as they encounter different situations within their teacher education programme. Group memory-work was... More

    pp. 1125-1131

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  17. Rethinking teaching with information and communication technologies (ICTs) in architectural education

    Tsungjuang Wang

    This paper attempts to answer three questions: (1) What are the benefits of fully implementing ICTs for the education of professionals, such as architects? (2) What are the difficulties involved... More

    pp. 1132-1140

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  18. Towards collective work and responsibility: Sources of support within a Freedom School teacher community

    Tambra O. Jackson

    Alternative and parallel schooling contexts such as the Children's Defense Fund Freedom Schools® provide educational experiences for U.S. K–12 students grounded in notions of social justice and... More

    pp. 1141-1149

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  19. Struggling with workload: Primary teachers’ experience of intensification

    Katrijn Ballet & Geert Kelchtermans

    During the last two decades teachers in many countries have found themselves facing new demands and changes. In his “intensification thesis” Apple, M.W. [(1986). Teachers and Texts. A political... More

    pp. 1150-1157

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  20. Supporting teacher professional development through online video case study discussions: An assemblage of preservice and inservice teachers and the case teacher

    Yusuf Koc, Deniz Peker & Aslihan Osmanoglu

    The purpose of this study was to explore the potential value of online video case discussions among preservice and inservice teachers, and the video case teacher as a tool for the professional... More

    pp. 1158-1168

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